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Peter Armitage - One of the best experts on this subject based on the ideXlab platform.
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a memorandum on the present position and prospects of Medical Statistics and epidemiology by major greenwood
Statistics in Medicine, 2006Co-Authors: Vern T. Farewell, Tony Johnson, Peter ArmitageAbstract:We present an unpublished, possibly unsent, memorandum written by Major Greenwood in 1928 that is of historical importance. It raises three issues, namely, the profile of Medical Statistics in 1928, the development of mathematical Statistics in the U.K., and the staffing of his own department. Some of these issues are still relevant today. We discuss each of them against the historical background of the first quarter of the 20th century. Some additional biographical details relevant to the understanding of the memorandum are provided in an Appendix.
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Theory and practice in Medical Statistics
Statistics in medicine, 2001Co-Authors: Peter ArmitageAbstract:The discipline of Statistics generally, and that of Medical Statistics in particular, has evolved through two traditions, the theoretical and the practical. Their history, traced briefly here, shows recurrent points of contact and a process of gradual merging which is now almost complete. However, the current tendency to build complex mathematical and computing models may lead to over-confidence in their conclusions, when some crucial aspects of the data cannot easily be modelled satisfactorily. Illustrations are drawn from the use of formal stopping rules in the monitoring of clinical trials, and from the treatment of missing data and incomplete compliance with the trial protocol.
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Before and after Bradford Hill: Some Trends in Medical Statistics
Journal of the Royal Statistical Society. Series A (Statistics in Society), 1995Co-Authors: Peter ArmitageAbstract:Sir Austin Bradford Hill was an outstanding Medical statistician and research strategist. This paper traces some of the historical strands which influenced the pioneering work of Bradford Hill, and of his predecessor Major Greenwood. Medical Statistics has developed in many ways since Bradford Hill's retiral in 1961. We consider some trends in the methodology of the subject, in the dominating role of computers and in the scope and influence of Medical Statistics
Liu Ling - One of the best experts on this subject based on the ideXlab platform.
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Practice of problem-based learning in theory teaching of Medical Statistics on eight-year program Medical students
Journal of Shanxi Medical University, 2010Co-Authors: Liu LingAbstract:To explore the application of PBL in theory teaching of Medical Statistics on eight-year program Medical students.Four contents in theory teaching of Medical Statistics were selected and taught with PBL.The effect of PBL teaching was evaluated based on the methods of students' score,questionaire,expert assessment.PBL teaching method is effective in stimulating the enthusiasm of learning,improving the ability learning,promoting the mastery of knowledge and promoting the ability of collaboration and expression.PBL teaching method is a worthwhile approach to be further carried out in theory teaching of Medical Statistics on eight-year program Medical students.
Xiaoyu Liu - One of the best experts on this subject based on the ideXlab platform.
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Cognition of and Demand for Education and Teaching in Medical Statistics in China: A Systematic Review and Meta-Analysis.
PloS one, 2015Co-Authors: Liang Zhou, Xiaoyu Liu, Yanqi Zhang, Ling LiuAbstract:Background Although a substantial number of studies focus on the teaching and application of Medical Statistics in China, few studies comprehensively evaluate the recognition of and demand for Medical Statistics. In addition, the results of these various studies differ and are insufficiently comprehensive and systematic. Objectives This investigation aimed to evaluate the general cognition of and demand for Medical Statistics by undergraduates, graduates, and Medical staff in China. Methods We performed a comprehensive database search related to the cognition of and demand for Medical Statistics from January 2007 to July 2014 and conducted a meta-analysis of non-controlled studies with sub-group analysis for undergraduates, graduates, and Medical staff. Results There are substantial differences with respect to the cognition of theory in Medical Statistics among undergraduates (73.5%), graduates (60.7%), and Medical staff (39.6%). The demand for theory in Medical Statistics is high among graduates (94.6%), undergraduates (86.1%), and Medical staff (88.3%). Regarding specific statistical methods, the cognition of basic statistical methods is higher than of advanced statistical methods. The demand for certain advanced statistical methods, including (but not limited to) multiple analysis of variance (ANOVA), multiple linear regression, and logistic regression, is higher than that for basic statistical methods. The use rates of the Statistical Package for the Social Sciences (SPSS) software and statistical analysis software (SAS) are only 55% and 15%, respectively. Conclusion The overall statistical competence of undergraduates, graduates, and Medical staff is insufficient, and their ability to practically apply their statistical knowledge is limited, which constitutes an unsatisfactory state of affairs for Medical Statistics education. Because the demand for skills in this area is increasing, the need to reform Medical Statistics education in China has become urgent.
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Attitudes of Medical Graduate and Undergraduate Students toward the Learning and Application of Medical Statistics
Journal of Biological Education, 2014Co-Authors: Ling Zhang, Ling Liu, Yanqi Zhang, Xiaoyu LiuAbstract:It is clear that the teaching of Medical Statistics needs to be improved, yet areas for priority are unclear as Medical students’ learning and application of Statistics at different levels is not well known. Our goal is to assess the attitudes of Medical students toward the learning and application of Medical Statistics, and discover their learning needs. We conducted a cross-sectional survey of learning and application of Medical Statistics among graduates and undergraduates at a Medical school in Chongqing. More than 70% of the Medical students thought that the Medical Statistics course was as important as other Medical courses. Among them, 62.58% of graduate students thought that it was very hard to learn Medical Statistics, whereas only 27.72% undergraduate students held the same opinion. Both graduates and undergraduates stated that the main difficulties involved in learning Medical Statistics were its abstract principles and the large quantity of concepts and formulas. In all, 70% of both graduates ...
Laurence Moore - One of the best experts on this subject based on the ideXlab platform.
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Medical students' perspective on the teaching of Medical Statistics in the undergraduate Medical curriculum
Statistics in medicine, 2002Co-Authors: Jeremy Astin, Tom Jenkins, Laurence MooreAbstract:Two undergraduate Medical students at the University of Bristol commented on their experiences of learning Medical Statistics. In general, Medical students' focus is on acquiring skills needed to practice clinical medicine, and great care must be taken to explain why disciplines such as Statistics and epidemiology are relevant to this. Use of real examples and an emphasis on the need for evidence has meant that Medical students are increasingly aware of the pressure on clinicians to justify their treatment decisions, and the associated need to be able to understand and critically appraise Medical research. It was felt that Medical Statistics courses should focus on critical appraisal skills rather than on the ability to analyse data, which can be acquired by particular students when they need to do this. Medical Statistics should be taught early in the curriculum, but there is a need to reinforce such skills throughout the course. Teaching and assessment methods should recognize that what is being taught is a practical skill of clinical relevance. This means that problem based small groups, data interpretation exercises and objective structured clinical examinations will be more productive than traditional teaching and examination methods.
Steven Woloshin - One of the best experts on this subject based on the ideXlab platform.
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patients and Medical Statistics interest confidence and ability
Journal of General Internal Medicine, 2005Co-Authors: Steven Woloshin, Lisa M. Schwartz, Gilbert H WelchAbstract:Patients are increasingly presented with Medical Statistics—that is, statements using numbers to describe the chance of various events (e.g., “FIBEREX™ lowers your cholesterol by 30%,”“Mammograms lower a woman's chance of dying from breast cancer by a third,”“Smokers are 10 times more likely to develop lung cancer”). Both the National Cholesterol Education Programs heart risk calculator1 and the National Cancer Institute's Breast Cancer Risk Assessment Tool2 provide users with quantitative estimates of the chance of heart disease or breast cancer (e.g., “your chance of breast cancer in the next 10 years is 0.4%”). Nearly all decision aids quantify the benefits and harms of different treatment options. Nonetheless, it is not known whether patients want to see such Statistics, whether they feel confident that they can interpret them, or whether their confidence is justified. The foregoing issues are important to any one designing patient communications. If Statistics are not wanted—or if patients do not feel competent interpreting them—readers may ignore (or be intimidated by) materials with data. On the other hand, patients who want and expect data may be put off by materials that shun Statistics and appear oversimplified. Finally, the extent to which confidence relates to ability is crucial. If confidence relates to ability, communicators could encourage those with too little confidence, and caution those with too much. Existing measures of interest in and confidence interpreting Medical Statistics are limited. Interest measures are general (e.g., “do you want health information”),3,4 and measures of confidence have only been used in the educational setting (e.g., asking college students whether the thought of taking another Statistics course makes them “feel sick”).5–8 We developed and evaluated 2 new measures to assess attitudes toward Medical Statistics: interest in knowing them (STAT-interest) and confidence in one's ability to understand them (STAT-confidence). In addition, we examined relationships among an individual's interest, confidence, and ability to interpret Medical Statistics.
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Patients and Medical Statistics
Journal of general internal medicine, 2005Co-Authors: Steven Woloshin, Lisa M. Schwartz, H. Gilbert WelchAbstract:BACKGROUND: People are increasingly presented with Medical Statistics. There are no existing measures to assess their level of interest or confidence in using Medical Statistics.
